This presentation addresses the dichotomy of mathematics teacher
pre-service and on-going education: 1. Is the mathematics content
sufficient for the level of certification and as the foundation to
further study? Is it appropriate for what teachers need to teach their
students? 2. Are the expected pedagogical practices modeled for
teachers in the mathematics and mathematics education classrooms? How
can we forge the link between the two and make them ONE. We will
address content and best practices as they relate to Common Core
Standards in today’s diverse world, as well as models of successful
teacher networks and empowerment, collaboratives, and projects that
engage, inform, connect and support teachers, mathematics educators and
mathematicians.

- Alyson Mike, Online Professional Development Director, The New Teacher Center

eMSS is an innovative national online mentoring program focused on
supporting new math teachers who are matched with a content focused
mentor. The goal of the eMSS program is to ensure all beginning math
teachers have the resources and veteran advice to provide quality
instruction to their students. Mentor and mentees work in collaboration
with others on selected content and pedagogy and interact with
university mathematicians. In this session participants will have the
opportunity to tour the eMSS site and l earn the benefits of a content
focused mentoring program. Research on effectiveness and retention will
be shared with participants.

Developing leadership capacity within classroom STEM teachers can
professionalize the job of teaching, though at the same time, often
leads those same teachers to step out of the classroom to take on other
roles. Come and explore ways to provide greater opportunities for more
teachers to engage in meaningful leadership roles both at their school
and well beyond their district. And examine the impact, both positive
and negative, of experienced teacher/leaders moving out of the
classroom.

SESSION 5D (Communities of Practice): "Interviews with Professional Development Directors"

Panelists: Alvin Mendle, Lecturer/Supervisor of Teacher Education, University of California, Davis Edna Murphy, CMP STIR Leadership TeamImre Tuba, Mathematics Professor, San Diego State University Imperial Valley Campus
The Leadership Team of the California Mathematics Project Supporting
Teachers to Increase Retention visited the ten sites in the fourth year
of the project to interview project directors. This panel discussion
will focus on key themes based upon the questions asked of directors.
These include importance of deep content, role of networking, pink
slips, becoming leaders, and the importance of coaching. These
interviews and this panel discussion can strengthen the knowledge base
regarding the improvement of teacher retention efforts as well as
initiatives to support new teachers.

SESSION 5E (Models of Support): "Supporting Teachers in the Classroom Through Math
Content and Pedagogy and Models of Support"

New and
experienced teachers need on-going support inside and outside of the
classroom. CSU Sacramento MP Project Director, Debra Stetson, will
discuss the variety of forms of support provided to the site's
participating teachers. These forms of support include: professional
development to increase teacher conceptual understanding and ability to
reason mathematically and to support instructional strategies inviting
participation from all learners while managing student discourse,
classroom observations and coaching, collaborative lesson design and
lesson study. These forms of support not only built a professional
network of support among the teachers, but also facilitated professional
growth and confidence in them.

SESSION 5F (Research): "Research
Findings of a Lesson Study Professional Development Model Focused on
Increasing Teachers’ Mathematics Content Knowledge and use of
Alternative Pedagogical Strategies"

A longitudinal study of middle and high school mathematics teachers
revealed a positive impact on teacher retention as a result of
participating in long-term professional development activities focused
on instructional change and enhancing the role of teachers as leaders.
Professional development activities were put in place for a three-year
period to engage teachers in alternative forms of instruction and
pedagogy while participating in the Lesson Study process. Results of
this effort include analyses of changes in teachers’ beliefs about
mathematics instruction, how they viewed themselves as mathematics
educators and student achievement data as a function of program
participation.